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1、Unit 4: I want to be an actor.Language goalIn this unit, students learn to talk about jobs. New languageWhat do you do. Im a reporter What does he do. Hes a student.What do you want to be. I want to be an actor .What does she want to be. She wants to be a police officer names of jobs and professions
2、Section ABrainstormwith students a list of jobs that friends or relatives do. Brainstormingis an activity in which you set atopic and students say whatever words they can think ofrelating tothat topic. Write the word jobs on the boardand list all the jobs students mention.Point to the jobs one by on
3、e and ask students to say whatever they can about these jobs. Accept single word answersor simple sentences such as, Its fun. Its a good job.laThis activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what theysee in each scene. Ask students to name as many of thejo
4、bs shown as they can. Then point to a scene, name thejob, and ask students to repeat.Point to the numbered list of words. Say each one andask students to repeat.Then ask students to match each word wllfaone ofthe scenes. Say, Write the letter of each scene next toone of the ivords. Point to the samp
5、le answer.1 bThisactivitygives students practicein understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point toeach one,Say, Now you will hear three conversations. Theconversations are about thre
6、e of the people in thispicture.6 / 6Play the recording the first time. Students only listen.Play the recording a second time. This time ask studentsto write a number 1 next to the person being talked aboutin conversation 1. Have students put a 2 and 3 next to thepeople being talked about in conversa
7、tions 2 and 3.Correct the answers.1 cThis activity provides guided oral practice using thetarget language-Ask a student to read the example conversation withyou. Hold up the book and point to the doctor in the picture.Say, Now work with your partner. Make your ownconversations about the picture. You
8、 can use sentences like the ones in activity 1b.Say a dialogue with a student. Point to a picture of oneof the people. Guide the student to answer using one of thewords in activity1a.As students work in pairs, move around the roommonitoringtheir work. Oner language or pronunciationsupport as needed.
9、2aThisactivitygives students practice inunderstanding the target language in spoken conversation.Ask students to look at the three pictures. Ask differentstudents to tell you what they sec in each picture. Whatare the people doing. What jobs do they have.Play the recording the first time.Students on
10、ly listen.Say, You will hear conversations about the people in thesepictures.Play the recordinga second time. Say, Write the number ofeach conversation below thepicture of the personbeing talked about. Correct the answers.2bThisactivitygives students practice inunderstanding the target language in s
11、poken conversation.Point to the three headings in the chart and read theheadings to the class. Ask students, What does wantsto be mean. It is not the Job the person lias now. It isthe job the person wants in the future.Play the recording the first time. Students only listen.Say, You wiU hear about t
12、he people in these pictures. Youwill hear the job they haw now and the job they want inthe future.Play the recording a second time.This time ask studentsto fill in the blanks with the jobs thepeople have now andthe ones they want in the future. Point out the sample 2cThis activity provides guided or
13、al practice using thetarget language.Point out the pictures in activity 2a. Ask who eachperson is.They are Susans brother. Annas mother, andTonys father.Say, Now work with your partner. Ask and answerquestions about the pictures. Ask, What does heor she do. Then ask, What does he or she wantto be.Sa
14、y a dialogue with a student.Point to Annas motherand then to the example in the speechballoons. Practicethe dialogue with a student.As students workIn pairs, move around the roommonitoringtheir work.Offerlanguage support asneeded.3aThis activityintroduces the names for the placeswhere people work, a
15、nd gives reading practice using the target language.Call attention to the pictures. Ask students to readthe name for each place.As they name each place, writethe word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next toeach. Then call attention to the peopl
16、e in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.Ask students to work alone. Say, Write the number ofeach job in the square next to each workplace.Check the answers.3bThis activity provides guided oral practice using thetarget langua
17、ge.Point out the pictures in activity 3a. Ask students toname the workplace shown In each picture. Then point out the conversation in the speech bubbles. Ask two students to read It to the class. Say, Wow work with a partner. First practice theconversation in the picture. Then make new conversations
18、. Use jobs and places from activity 3a .Say a dialogue with a student. Point to the word waiterin activity 3a and then to the picture of the restaurant. Aska student. Where does he work. Guide the student toanswer using the correct place: He works in a restaurant.Then ask. What does he do. and guide
19、 the student toanswer, Hes a waiter.As students workin pairs,move around the roommonitoringtheir work.Offerlanguage support asneeded.4This activity provides listening and speaking practiceusing the target language.Call attention to the pictures in the book showinghow to play the game.Say, You will d
20、raw a picture ofsomeone working.Other students willask questionsabout the kindof job you are drawing. After two questions someone can try to guess the job.Demonstrateby drawinga pictureon the boardofastickfigurereporter.Adddetailsmicrophone, notebook,etc. until students guess what job it is.Ask a st
21、udent to go to the board. Say, Draw a pictureof a person working.If necessary, help the student adddetails that show the job the person is doing. He or shecan add a bank interiorto show that the person is a bankclerk. A student could also use an eye chart on the wall toshow that the place is a docto
22、rs office and the person isa doctor.Ask two different students to ask questions about theJob, and then ask a third student to guess what job itis.Play the game using drawings by several differentstudents.Alternative : If you do not want students to move fromtheir seats, then you can ask them to do t
23、his activity sittingdown in groups of four. They will need pieces of paper onwhich to draw their pictures. They will also need pencils.Section BNew languageWords that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun Additional materials to bring to class:help wanted ads from a
24、n English-language newspaper1 aThis activity introduces the key vocabulary.Focus attention on the six pictures. Ask, What job does the person have. Where does the person ivnrk.Point out the numbered list of words. Say each one and ask students to repeat . Then use simple explanations and short sampl
25、e sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or
26、 killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words. Point out the sample answer.Check the answers.1 bThis activity provides guided oral practice using the target language.Call attention to the pictur
27、e In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say.Its an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer. Someone may answer,Its a dangerous job. Ask the class to repeat
28、 each correct answer.Then ask students to work in pairs . Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of th
29、e jobs from this unit.Write this list of jobs on the board. Say, Can you name some other jobs. Add any new jobs to the list.Ask some students to make statements about Jobs onthe list using the words in activity la. You may wish towrite some of the sentences on the board so that studentscan copy the
30、sentences into their notebooks.2aThis activity provides listening and writingpractice with the target language.Call attention to the two headings and ask a studentto read die headings to the class.Point out the blank lines where students will writethe name of a job under the words wants to be.Play I
31、he recording the first time. Students only listen.Say, Now I will play the tape again. This time writethe name of a job under the words wants to be.2bThis activity provides listening and writingpractice with the target language,Call attention to the second heading and ask a studentto read it to the
32、class. Say, This time you will unite whyeach person wants the job.Play the recording again. Students only listen.Then say, Now I will play the tape again. This timewrite the reason the person wants the job under theword Why.Play the recording . Students write their answers. Check the answers.2CThis
33、activity provides open-ended oral practice usingthe target language.Say, What do you want to be. What words describeeach job.Help the class make up a list of jobs they mightlike to do. As students suggest possible jobs, ask the classto suggest words to describe them. Use a bilingual dictionary, if n
34、ecessary,to find the names of jobs and words todescribe each one.Then ask students to work in small groups . They telleach other what they want to do and why. Encourage students touse dictionariesifnecessary. Movefromgrouptogroup offering assistance as needed.Ask individual students to tell the clas
35、s about whatthey want to be and why.3aThis activity provides reading and writing practiceusing the target language.Call attention to the three newspaper ads and readthese ads to the class. Say blank each time you come toa blank line.Then read each ad again separately, pausing to allowstudents to ask
36、 questions about anything they dontunderstand. For example, in the firstad, students may notknow that workinglate means working at night. To workhard means to use a lot of energy to do the job.Ask students to fill In he blanks in the ads using thewords actor, reporter, and waiter. Check the answers.
37、3bThis activity provides reading and writing practiceusing the target language.Call attention to the newspaper ad and ask a studentto read it, saying blank for each blank line .Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blankline. The pictu
38、res will help you guess the correct word.Suggest that they look at the names of jobs and the wordsthat describe jobs in the first part of Section B.Check the answers,3cThis activity provides writing practice using the target language.Point out the blank strip of newspaper where studentscan write the
39、ir own ads.Ask one or two students, What are you going towriteabout. Repeat each of the students sentences andask the class to repeat the sentences after you. For example: Do OM want an interesting but dangerous job. Doyou want to meet new people. We need a police officer.Call the Smithtown Police S
40、tation at 555-2323.Ask students to read their ads to a partner. Ask thepairs to correct each others work.4This activity provides guided oral practice using the target language.Ask two students to read the conversation in thespeech bubbles. Answer any questions studentsmayhave about it.Then say, New please work in groups. Ask efuestionsto find out what jobs each person wrote about. Youcan use sentences like the ones we just read.As students ask questions, move from group togroup. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.